Abstract
Purpose. The purpose of this study was to determine in what ways the extended learning time gained through the use of a classroom looping structure affects third-grade student's skills and achievement in reading, their skills as independent learners in reading, and their attitudes toward school as compared to students in traditional classrooms. Methodology. This descriptive ex post facto study included six schools in Northern California in which looping and traditional classrooms were used in second and third grade. The reading scores of two hundred second- and third-grade looped and traditional students on the Stanford Achievement Test, version 9 and California Standards Test were analyzed. Ten looped and ten traditional teachers completed surveys. The quantitative data were analyzed by either a t-test or the Mann-Whitney U. The ten looped teachers were also interviewed. The qualitative data from the survey and interviews were analyzed and presented in frequency tables. Findings. In schools with a higher number of economically disadvantaged students, scores of students in looped classrooms improved significantly on the Stanford Reading Achievement Test, version 9 as compared to students in traditional classrooms. A greater percentage of looped students met and exceeded third-grade California State Standards in reading than traditional students. Looping teachers reported that their students demonstrated more skills as independent readers and a more positive attitude toward school. They attributed these gains to increased individualization of instruction, extended learning time, and the clear understanding that students and parents had about their academic expectations. Conclusions. Overall, trends from test scores and perceptual data showed that looped students outperformed their counterparts in traditional classrooms in reading achievement, independent reading skills, and positive attitudes toward school. The extended learning time gained through the looping structure provided teachers with the opportunity to use the strong relationships they formed with their students and parents to understand students' strengths and weaknesses, individualize instruction, and support students' learning. Recommendations. Elementary school principals and their staffs should explore the benefits of looping that enable students to make greater academic gains and provide a positive environment for students' emotional growth. Opportunities to develop strong, long lasting relationships with parents should also be explored.